Design and implementation of MobileEdu m-learning

application for computing education in Nigeria: A

design research approach
Solomon Sunday Oyelere

Jarkko Suhonen

School of Computing
University of Eastern Finland
Joensuu, Finland
solomon.oyelere@cs.uef.fi

School of Computing
University of Eastern Finland
Joensuu, Finland
jarkko.suhonen@uef.fi

AbstractThe convergence of Wi-Fi technologies and mobile

devices present prospects to design and implement applications
that will support learning on the move. Mobile learning (mlearning) is the study and practice of using mobile devices, such
as smart phones, mobile phones, tablets, PDAs, MP3s and pocket
PCs to support learning for anyone, anytime and anywhere.
Through well-situated and flexible mobile devices and network
infrastructure, researchers and developers endeavor to offer
users with new learning applications and services. We have
applied the design research (DR) approach in the course of
developing m-learning application, MobileEdu, for computing
education in Nigerian higher education context. The application
is intended to facilitate the learning of computer science courses
on mobile devices, support ubiquitous, collaborative, and social
learning for undergraduate students. Moreover, the application
eases access to learning resources. In this article we present the
analysis, design and implementation activities related to the
development of the first MobileEdu prototype. The research also
deliberated on the characteristics and scope of the adherence of
MobileEdu to the traits and ideas of DR.
KeywordsM-learning; Mobile learning; Mobile devices;
Design research; Design science; Design-based research; Artifact;
Mobile application; Apps; Teaching; Learning; MobileEdu;
Android App; Nigeria; Higher education; Computing education;
Blended learning; Computer science education.

I. INTRODUCTION
The proliferation of Smartphone with advanced capabilities
such as memory, processor, display, battery, and etcetera has
opened up opportunities for learners, instructors and
researchers. Several platforms are used to deliver learning
instructions to teeming students. The platforms can be in the
form of mobile apps, web-based or both as learning
management system. Mobile devices and wireless
technologies are continuously evolving with time. These
technologies have taken a center stage in every aspect of our
society especially in education, health, economy and
commerce.
In our work we have applied a design research (DR)
framework proposed by Johnannesson and Perjons [14] to
develop a novel mobile learning solution, called MobileEdu,
to be used in Nigerian higher education context. The
MobileEdu application is intended to be applied in blended
learning scenario to support instructors in large populated

undergraduate computer science instructions, leveraging on

the affordance and ownership of mobile devices, to facilitate
the learning of computer science courses on mobile devices.
Design research (DR) has been widely applied in
information system, [11], [14], especially educational
technology research [12], and is especially suitable for mlearning [12]. DR is a holistic approach with dual aim. First, a
concrete solution (artifact) is developed to solve a practical
problem, need or requirement related to real-life context. In
our case, the real-life context is computing education in
Nigerian higher education. Second, DR should produce
theoretical results that would expand the scientific body of
knowledge. In our case, the scientific input would be mainly
related to the good practices and design principles that can be
crafted based on the design, development and evaluation of
MobileEdu system. In this paper, we will report the work-inprogress results of the MobileEdu DR process. The objectives
of this study are therefore; to describe the design, and
implementation efforts of the MobileEdu m-learning
application; to reflect the development of MobileEdu based on
the principles of DR.
II. LITERATURE REVIEW: M-LEARNING IN COMPUTING
EDUCATION
Since the inception of m-learning, several researchers have
tried to define the term. Early definitions considered mlearning as simply the use of palm computational devices for
learning [7]. Other definitions of m-learning are documented
in [1], [4], [5]. We define m-learning as the application of
mobile computing devices such as phone, tablet, Smartphone,
MP3, pocket PC, PDA, e-reader, to access learning resources,
collaborate, communicate and share learning experiences.
Several factors such as growth, usage of mobile technology,
widespread of mobile devices, technology enhancement,
technology adoption, research and increase in usage of mobile
devices in learning process led to the growth of m-learning.
Leinonen et al. [2], remarked that mobile apps designed for
learning are in short supply. Due to the flexibility offered by
m-learning apps, academic institutions, universities and
colleges are designing and implementing various m-learning
apps to suit their particular curriculum and pedagogy needs [3]
M-learning in computing education is one aspect of emerging
technological intervention in teaching of computer science

subjects. A recent survey of m-learning trends in computing

education revealed that learners affective traits can be
increased through m-learning and the field has matured [4].
Several advices were offered to stakeholders on what to
consider during the design and implementation of m-learning
solutions in computing education [4]. One advice is the need
to ascertain mobile technology features that support mlearning in computing education and excite students to adopt
them [4]. There are already variety of different kinds of mlearning solutions in computing education. We list here few
examples found from literature that have also inspired our
work with the MobileEdu application. Ivica et al. have
developed android-based Smartphone app to support learning
of sorting algorithms [15]. They discovered that students are
motivated using technology for learning and the use of mobile
devices prolonged learning. Another example related to
learning algorithms via mobile devices is mJeliot application
[18]. In mJeliot students can run and view visualisations of
algorithm animations. Jeliot program visualisation tool was
used to develop and integrate quiz-style questions displayed to
students on their mobile devices [19]. In another example,
problem-based learning and games development to learn
programming for school students was implemented via mlearning [16]. The game platform allows touch input devices
for coding and as well learning conditional programming and
algorithm sequence ordering. A third relevant example to our
work is MobileParsons a Parsons problems solving mlearning application [8]. Furthermore, micro-lecture mobile
learning system was implemented [25]. The mobile platform
allows learners to access videos and other microlecture
resources.
M-learning solutions was also used to support students in
self-paced learning [20]. This could be seen as a step to
support learning but might not be completely persistent,
enduring and reliable considering the large number of students
and lack of infrastructure in an average Africa society.
Although previous implementation and application of mlearning to various computer science courses have been
successful [8], [15], [17], [18], [19], our approach and
intervention would address the issues of teaching large
students in undergraduate computer science class in a Nigerian
higher education context, through blended learning approach.
Moreover, there is need to continuously design new allinclusive m-learning platforms based on scientific proven
theories and emerging frameworks such as DR.
III. DESIGN RESEARCH FRAMEWORK
Design research (or design science) is the study of artifacts
as they are used and developed by researcher and designers
with the goal of solving practical problems emerging from
real-life settings [9], [14]. For example, in our case the
purpose is to design an m-learning solution to meet the needs
and requirements of computing educators in Nigerian higher
education context. Thus, a starting point of DR research is that
world needs to be changed [13]. During a DR process several
concrete outputs are possible, including methods, constructs,
designed objects, instantiations, social innovations, models,

recommendation and good practices, software applications,

and even new theories [13], [24]. Thus, DR is capable of
promoting the scientific relevance of educational technology
research and other fields [11]. In our work we have applied the
design research framework presented by Johannesson and
Perjons [14]. In the rest of the paper, we use the acronym
JPDR to refer to their framework. JPDR framework consists
of the following activities: explicate problem, outline artifact
and define requirements, design and develop artifact,
demonstrate artifact and lastly, evaluate artifact. Fig. 1,
represents the DR process adapted from [14]. As seen in Fig.
1, various research methods can be applied in different
activities, and all activities of the DR process can contribute to
the body of knowledge related to the field of study or studies
connected to the research work. For example, in our case to
the fields of Computer Science Education and Educational
Technology.

Fig. 1. Design research framework

The first activity in JPDR framework is explicating the
problem, which means the practical problem behind the DR
process should be clearly formulated and motivated by
showing that it is significant to be solved [14]. The problem
should be also of general interest, e.g. significant not only for
one local practice. Finally, underlying causes to the problem
may be identified and analyzed. Thus, the main goals of the
first phase are to clarify the initial problem, position the
problem in the practice where it appears, formulate the
problem precisely, and motivate the importance of the
problem. The second activity in the JPDR framework is
outlining artifacts and defining requirements. The purpose of
the activity is to outline a solution to the explicated problem in
the form of an artifact [12]. The requirements of the artifact
are determined, which are seen mainly as a transformation of
the DR problem into functional demands of the proposed
solution. In the third activity, design and develop of the
artifact, the aim is to develop a concrete solution that
addresses the explicated problem and fulfils the defined
requirements [14]. Design an artifact includes determining its
functionality as well as its construction. Finally, during the last

activities of the JPDR, demonstration and evaluation of

artifact, the early version of the artifact is used either in
illustrative case, or a real-life case with the aim of analyzing
the feasibility of the solution, e.g. the demonstration shows
that the solution can solve the identified DR problem [14]. In
the evaluation activity, mainly formative evaluation methods
are used to show how well the artifact fulfils the requirements
and to what extent it can solve, or alleviate, the practical
problem that motivated the research, e.g. what is the impact of
the solution [14]. An important note is that according to the
principles of JPDR framework, the DR project should always
be carried out in an iterative way moving back and forth
between all the activities of problem explication, requirements
definition, development and evaluation.
IV. DESIGN AND DEVELOPMENT OF MOBILEEDU
A. Explication of problem behind MobileEdu
There are three main practical challenges that motivated
the development of MobileEdu. First, large number of
students in undergraduate computer science classes in
Nigerian higher education context. Practically speaking, in
developing country such as Nigeria, there are massive number
of students enrolments in public universities. Most times,
teachers are faced with the challenge of giving attention to
hundreds of students in an undergraduate computer science
class. The large amount of students have created, for example,
following problems in teaching: less number of contacts
between students and teacher; poor management of learning
activities; ineffective achievement of instructional goals
involving higher level cognitive skills such as analysis,
synthesis and application; poor morale, motivation and selfesteem of learners and teachers; and limited opportunities for
individual feedback and student assessment [21]. Though,
these problems are typical in developing countries context but
they could be of general interest.
The second challenge is related to opportunity in affordance of
mobile devices compared to other ICT tools. There is rapid
increase in mobile device ownership due to affordability [5],
therefore it is important to leverage on this affordability for
learning.
The third main challenge that motivated us to design and
develop MobileEdu system is the possibility of enabling
learning computer science courses on mobile devices through
blended learning instead of the traditional face-face classroom
learning. In blended learning, learners could learn through
online media and face-face, and this could allow instructors to
reach more students. At the moment, learning environment in
Nigerian higher education is dominated by traditional faceface instruction. The instructor and learners must be situated
in a particular place. Though, this learning situation has been
successful for decades but it is quite stressful for the instructor
to reach every individual learner without ICT intervention
such as m-learning. The re-conceptualization of learning to
identify the crucial role of mobility, collaboration and
communication especially for the mobile age have been
emphasised [1]. So, it is relevant and novel to identify relevant

technologies and incorporate them to ameliorate learning

issues.
Our earlier studies contributed to the explication of the
problem in the following ways. First, in order to define the
problem, consultation was initiated with stakeholders, through
face-face discussions, questionnaire and interviews [5]. We
also investigated Nigerian higher education students
readiness to adopt m-learning, preferences to use specific mlearning devices and m-learning solutions for computer
science courses, and their opinions regarding the suitability of
m-learning for learning ICT-related subjects. Subsequently,
we did a literature review and analysis of related to existing
works regarding m-learning in computing education [4]. The
systematic review explored some perspectives to m-learning
integration into computing education such as applications,
developments, and design of m-learning solutions, which then
also inspired the refinement of the requirements and
eventually the design and development of the MobileEdu
system.
B. Outline the solution and definement of the requirements
The main functional requirement for MobileEdu is the
capability to support numerous students at any point in time.
As argued in [21], learning in large class is one source of
decline in students active engagement and teachers
interaction with their students. Blended learning approach is
considered an option to minimise the impact of large class and
improve learners performance [22]. The application of mlearning communication functions such as chat, email, push
notification, discussion forum, and interactive self-practice
materials are provided to support learners engagement [23].
All these functions are available on MobileEdu. Another
requirement satisfied by MobileEdu is leveraging on
affordance of mobile devices, evolving technologies, user
acceptance of mobile devices and support for learning
anywhere anytime. For example, MobileEdu supports
uploading of microlecture materials. Mobility, social network
and context awareness are important functions to 21st century
learners as opined in [5]. Opportunity for blended learning
consisting of m-learning-based activities and support; large
class teaching and small-group lab; assessments; are also
requirements satisfied by MobileEdu [17]. Thus, MobileEdu
support students to access learning notes in various formats
such as .doc, .pdf, .ppt, view announcements, post discussions,
create learning contents, attempt quizzes and receive
notifications.
C. MobileEdu application design and development
MobileEdu is made up of the mobile-server broadcasting
sub-system to share data or resources to all mobile devices
connected to the server, and classroom management and
administration sub-system where all activities for blended
learning, collaboration, social networking, and learning
assessment are carried out. The physical structure MobileEdu
consists of learning centre, client, system administration panel
and the server. MobileEdu learning centre is the heart of the
entire system. It is made up of seven tabs to support the
requirements outlined for MobileEdu: My Class supports

various courses, activities of users such as picking of courses,

identifying classmates for discussion and a quiz system for
assessment; Library gives access to open source electronic
learning materials, library notes such slides, and opportunity
for learners to turn-in tasks such as assignment and
homework; Messages supports collaboration activities and
private messages among learners and instructors; Friends is
responsible for enabling social networking and choice of
friends for communication purposes; Groups is another
social networking and collaboration function, learners can be
placed in groups to complete learning activities to support
engagement and interactivity, Blogs supports information
and ideas sharing among learners; Announcements provide
updates on upcoming activities.
D. MobileEdu system implementation
The first prototype of MobileEdu is an Android-based
operating system application. As described in the design
phase, the entire system consists of the clients (Android
supported mobile device), system administrator, database and
the server. To ensure system portability, efficiency and
maintainability, we built each subsystem using different
software technology. The subsystems were later connected
using dynamic link library. After developing the application,
we ran it severally on the emulator and actual devices to
confirm the functionality of the different units. Then we
installed the application on real mobile device for debugging.
The testing was done on 7.1inches Samsung Galaxy S3 mini
and 10.1inches Samsung Galaxy Tablet. The system was
implemented according to stakeholders requirement
specifications. Rigorous fine-tuning and iterative features of
DR were used to arrive at this artifact. The first version of the
application was implemented for Android operating system
clients. In subsequent versions, popular operating systems
such as iOS, Windows will be implemented. MobileEdu app is
released on Google Play Store. Obtaining MobileEdu is free
and requires registration by users.
MobileEdu home screen contains 7 tabs for carrying out
learning activities. Both instructors and learners are welcomed
with My Class, Library, Messages, Friends, Groups, Blog and
Announcement tabs. The screenshot of home screen is
depicted in Fig. 2. The courses are setup by the MobileEdu
system administrator, who is also responsible for managing
users and blogs. The teacher, after securing authentication can
set his profile, select his course from My Class tab, and
connect with the students that have selected the course.
Afterwards, the teacher is able to give learning resources,
links, quizzes, create groups, create blogs, upload
announcements, send/receive messages, and receive students
assignments. The students likewise would need to obtain
authentication and then access the m-learning platform.
Authentication is mandatory to protect the teacher and learner
works, copyrights, privacy and identification of learners [5].
Subsequent to authentication is profile personalization to
support context awareness of teachers and students learning.
Users have the opportunity to personalize their profile by
updating profile picture image or photo that depicts the user,
display name users identification name, tagline texts

related with the user, password secret key to access the

platform, location users current position on the GPS.

Fig. 2. Home screen

Fig. 3. Teachers quiz screen

Fig. 4. Library tab

The profile information will uniquely identify users and create

learning contextualization. My Class tab support users with
functions such as Activities offer a view of activity timeline,
My courses tab lists users subscribed courses, My mates
list course mates, Discussion course chat among learners and
teacher, Quiz test to evaluate learners course performance.
Teachers quiz interface is shown in Fig. 3. Multiple choice
and true/false question types are supported on the quiz
interface. Library tab has basically two functions: e-library
provides link to open access electronic resources and courserelated materials, while library tab support learners with
instructors teaching materials such as slides, videos, audios,
animations and notes. Learners can access these materials onthe-go, store the resources on the mobile devices memory for
continuous studies. Screenshot of the library tab is presented
in Fig. 4. Learners and instructors can send and receive private
mails through the Messages tab. This aspect is essential
especially for instructors to discuss directly with a learner
about important concepts and support peer-to-peer messaging.
Before sending message to users, you need to be friends on the
platform. Friends tab offers a view of users current friends
and friend invites. Teamwork skills and collaborative learning
are enhanced through the Group tabs. Teachers can place
learners into groups to perform learning activities together.
Announcement tab contains function for passing information
about course activities and other relevant news. The originality
of our solution lies in the fact that MobileEdu system is allinclusive to support blended learning for numerous students,
while providing opportunity for assessment, collaboration and
social networking especially in a computing education
context.
V. CONCLUSION AND FUTURE WORK
In this paper, we have reported about the work-in-progress
development process of MobileEdu an android version of mlearning application. The motivation behind this all-inclusive
m-learning platform have been the large number of learners in
Nigerian higher education context, affordability and evolving
nature of mobile technologies, and creating new possibilities

of learning computer science through blended learning

approach. Based on the identified challenges, we designed and
implemented a fist prototype of MobileEdu following the
principles of JPDR [14]. MobileEdu app facilitate blended
learning especially the library function where the teacher can
upload videos, audios, animations and texts of learning items
[18]. The group function on MobileEdu will improve class
management, learners participation, and interactivity. Profile
setup would enable the teacher to identify each student by
name and picture, thereby helping both the teacher and student
self-esteem and involvement. Some other helpful functions
allow students to interact easily with course materials,
communicate effectively, socially interact, work in groups,
take quizzes, notifications and announcements [3]. The
positive impacts of using mobile-apps for learning have been
identified [2], especially for blended learning, social learning,
student-centered learning, collaborative and project-based
learning. These learning theories are envisaged to be
supported in MobileEdu implementation. Students can learn
socially and collaboratively. We have now implemented the
first prototype of MobileEdu. This version will be evaluated to
complete the stages of DR framework adopted for this
research [14]. The evaluation will provide feedback about the
experiences of both instructors and learners after using the
platform for the computer science course. Our research
indicates that there is a potential impact of developing mlearning application through a well-established research
methodology such as DR. We are hereby recommending that
educators should choose appropriate teaching strategies that
will suit the learners setting and pedagogy. Continuous
implementation of m-learning systems according to the
dynamism and evolving nature of mobile communication
systems are required for future educational settings. Possible
theoretical contribution will emerge as the DR process
continues with evaluation and subsequent refinement. Since
the DR process is cyclical in nature, the future work will
include refinement/improvement of the MobileEdu system in
accordance with outcome of our evaluation. Also the current
version does not include game based learning and possibly
contextualised learning contents. The whole DR process work
will be eventually disseminated and reported in the doctoral
dissertation of the first author.

[7]

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[9]

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[13]

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[18]

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[21]

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